Insights from a Matched Sample in Canada and Australia

Ross A. Klein, Memorial University of NewfoundlandRoss A. Klein, Memorial University of NewfoundlandDeirdre Cheers, Barnardos South East Sydney & The LAC ProjectDeirdre Cheers, Barnardos South East Sydney & The LAC ProjectKathleen Kufeldt, Kathleen Kufeldt, University of New BrunswickUniversity of New BrunswickAnnette Kelly-Egerton, Barnardos AustraliaAnnette Kelly-Egerton, Barnardos AustraliaScott Rideout, Scott Rideout, University of New BrunswickUniversity of New Brunswick

2006 Association of Children’s Welfare Agencies Conference7th International Looking After Children Conference14 – 16 August, Sydney, NSW.

Looking After Children in the Looking Glass: Looking After Children in the Looking Glass:

Looking After Children Looking After Children (LAC)(LAC)

Originally developed in the United KingdomOriginally developed in the United Kingdom Theory development Theory development 1987 - 19911987 - 1991 Piloting and Revisions Piloting and Revisions 1991 - 19951991 - 1995 Implementation Implementation 1995 - 19981995 - 1998 Assessment of Outcomes Assessment of Outcomes 1996 - 20021996 - 2002

Note: LAC has now been combined with the UK Assessment Note: LAC has now been combined with the UK Assessment Framework to form the Integrated Children’s SystemFramework to form the Integrated Children’s System

(www.dfes.gov.uk/integratedchildrenssystem)(www.dfes.gov.uk/integratedchildrenssystem)

What is Looking After What is Looking After Children ?Children ?

AA comprehensive set of integrated comprehensive set of integrated toolstools (forms) for use with children and youth (forms) for use with children and youth in carein care

AA guided practice case management guided practice case management systemsystem which provides a framework for which provides a framework for recommended processes and actionsrecommended processes and actions

AnAn inclusive system which promotes inclusive system which promotes participationparticipation of carers, parents, children of carers, parents, children and youth in the care assessment, planning and youth in the care assessment, planning and decision making processand decision making process

LAC consists of:LAC consists of:

PLANNING & PLACEMENT FORMSPLANNING & PLACEMENT FORMS Essential Information Records Parts 1 & 2Essential Information Records Parts 1 & 2 Placement Plan Parts 1 & 2Placement Plan Parts 1 & 2 Care PlanCare Plan Consultation PapersConsultation Papers Review of Arrangements RecordsReview of Arrangements Records

ASSESSMENT & ACTION RECORDS Age RelatedAge Related 7 Developmental Dimensions7 Developmental Dimensions

LAC in CanadaLAC in Canada

1997 - 1997 - 20002000

•Eastern Canada (National Looking Eastern Canada (National Looking After Children After Children Project-Kufeldt, Simard Project-Kufeldt, Simard & Vachon)& Vachon)•Ontario (LeMay & Flynn)Ontario (LeMay & Flynn)•British Columbia British Columbia (Provincial (Provincial Government)Government)

2001 - 2001 - 20022002

•OnLAC Ontario (University of Ottawa OnLAC Ontario (University of Ottawa in conjunction with OACAS)in conjunction with OACAS)

2002 - 2002 - 20042004

•CanLAC (University of Ottawa in CanLAC (University of Ottawa in conjunction with OACAS and CWLC, conjunction with OACAS and CWLC, with funding from HRDC)with funding from HRDC)

2003 - 2003 - 20062006

•Comparative Canada/Australia project Comparative Canada/Australia project University of New Brunswick (Kufeldt)University of New Brunswick (Kufeldt)

LAC in AustraliaLAC in Australia

19919933

Western Australia pilot (Clare)Western Australia pilot (Clare)

19919966

Victoria pilot (Clark & Burke, Wise)Victoria pilot (Clark & Burke, Wise)

19919977

New South Wales - Barnardos New South Wales - Barnardos AustraliaAustralia

20020000

Australian Capital Territory: Australian Capital Territory: government launchgovernment launch

20020011

Western Australia: full government Western Australia: full government launchlaunch

20020022

Victoria: government launchVictoria: government launch

20020033

Tasmania: government launchTasmania: government launch

The Canada/Australia The Canada/Australia Research ProjectResearch Project

The project “Looking After Children in The project “Looking After Children in government care: assessing and improving government care: assessing and improving outcomes in Child Welfare” is funded by outcomes in Child Welfare” is funded by Social Sciences and Humanities Research Social Sciences and Humanities Research Council (SSHRC) with principal researcher Council (SSHRC) with principal researcher being Dr Kathleen Kufeldt (University of being Dr Kathleen Kufeldt (University of New Brunswick, Canada)New Brunswick, Canada)

Barnardos Australia is participating via Barnardos Australia is participating via provision of data on a sample of Australian provision of data on a sample of Australian children in long term foster carechildren in long term foster care

Project Overall Goal:Project Overall Goal:

““to increase knowledge about the to increase knowledge about the

impact on children’s impact on children’s

development when being cared development when being cared

for by the state because of for by the state because of

parental abuse and neglect”parental abuse and neglect”

Research Design & Data Research Design & Data CollectionCollection

Primary Tool: LAC Assessment & Primary Tool: LAC Assessment & Action Record Action Record

Administered annually, covering 7 Administered annually, covering 7 developmental dimensions: developmental dimensions: • Health Health • EducationEducation• IdentityIdentity• Emotional and Behavioural DevelopmentEmotional and Behavioural Development• Social PresentationSocial Presentation• Family And Social RelationshipsFamily And Social Relationships• Self Care SkillsSelf Care Skills

Sample sizeSample size

126 young people (63 from both NB and 126 young people (63 from both NB and ACT), drawn from a larger sample of 198 ACT), drawn from a larger sample of 198 youth (112 from NB and 86 from ACT) and youth (112 from NB and 86 from ACT) and 291 AARs. 291 AARs.

Matched for age and sex.Matched for age and sex.

Slightly more males than females (55% versus Slightly more males than females (55% versus 44%) 44%)

Two-thirds are 10 years of age or older.Two-thirds are 10 years of age or older.

HEALTH DIMENSIONHEALTH DIMENSION

IMMUNIZATIONSIMMUNIZATIONS

DIETDIET

HEALTH RISKSHEALTH RISKS

ACT youth more likely to receive ACT youth more likely to receive hearing tests and NB youth more hearing tests and NB youth more

likely to have received age likely to have received age appropriate immunizationsappropriate immunizations

Precentage of young people receiving the following

0%20%40%60%80%

100%

Medical exam Hearing test(p=.037)

Eye exam Dental exam Immunizations(p=.020)

NB ACT

NB youth significantly more likely NB youth significantly more likely to consume potatoes (including to consume potatoes (including

French fries/chips), milk and French fries/chips), milk and snack foods.snack foods.

Percentage reporting regular consumption of the following foods during the previous 7 days

0%20%40%60%80%

100%

Fruit Vegetables andsalads p=.090

Potatoes p=.001 Milk p=.032 Cheese

NB ACT

Percentage of young people reporting Percentage of young people reporting regular snack food consumption regular snack food consumption

during the past 7 daysduring the past 7 days

0%

10%

20%

30%

40%

50%

60%

Potato chips/crispsp=.000

Cookies/biscuitsp=.001

Candy/sweets Pop/fizzy drinks p=.001

NB ACT

A higher proportion of NB youth A higher proportion of NB youth reported receiving information related reported receiving information related

to sex and sexualityto sex and sexuality

Percentage of young people 10 years or older receiving information on the following topics

0%20%40%60%80%

100%

Sexuality and sexualorientation

Sex and birth control Health risks of unprotected sex(p=.003)

NB ACT

EDUCATION EDUCATION DIMENSIONDIMENSION

ABSENTEEISM RATESABSENTEEISM RATES

SCHOOL DISRUPTIONSCHOOL DISRUPTION

EXTRACURRICULAR ACTIVITIESEXTRACURRICULAR ACTIVITIES

NB youth more likely to be NB youth more likely to be absent from school and absent from school and

generally missed more daysgenerally missed more daysHow many days was the youth absent?

0%

10%

20%

30%

40%

50%

60%

0 days Less than 7 days 7 days or longer

NB ACT

Did the young person change schools?

0%

20%

40%

60%

80%

Yes No Don’t Know

NB ACT

The number of school changes The number of school changes increase with the number of increase with the number of

placement changes.placement changes.School and Placement disruption

0%

20%

40%

60%

80%

100%

No school changes 1 to 3 school changes 4 or more schoolchanges

Don’t know

1 to 3 placement changes 4 or more changes in placement Don’t know

Effects of school changesEffects of school changes Those who change schools are less likely to believe Those who change schools are less likely to believe

they are doing as well as they can in schoolthey are doing as well as they can in school

0%

20%

40%

60%

80%

100%

Self Teacher’s view Foster Parents view

Changed schools No school change

Slightly higher percentages of Slightly higher percentages of NB youth participated in NB youth participated in extracurricular activitiesextracurricular activities

Types of extracurricular avtivities youth are involved in

0%20%40%60%80%

100%

Sports Music Other skills or interests(e.g. art, drama,

cooking, etc)

Involved with otherclubs or organizations

(p=.004)

NB ACT

IDENTITY IDENTITY DIMENSIONDIMENSIONPreservation of their Preservation of their

past past

(life books)(life books)

Children between 5 and 9 years of Children between 5 and 9 years of age were more likely to have age were more likely to have

information collected about their information collected about their past.past.

Was information collected about the young person's past? (p=.000)

0%

20%

40%

60%

80%

100%

Yes No

1-4 years 5-9 years 10 years or older

FAMILY & SOCIAL FAMILY & SOCIAL RELATIONSHIPSRELATIONSHIPS

PLACEMENT (IN)STABILITY PLACEMENT (IN)STABILITY

RELATIONSHIPS WITH FOSTER RELATIONSHIPS WITH FOSTER FAMILY FAMILY

FAMILY CONTACTFAMILY CONTACT

The majority experienced less The majority experienced less than 5 caregivers while in than 5 caregivers while in

care.care.How many caregivers has the young person lived

with?

0%

10%20%

30%

40%

50%60%

70%

Less than 5caregivers

Between 5 and 9caregivers

10 or morecaregivers

Not sure

NB ACT

In NB where greater instability over time In NB where greater instability over time existed, social workers were more likely to existed, social workers were more likely to say young people experienced continuity in say young people experienced continuity in

care during the previous yearcare during the previous year

Social worker's assessment of continuity of care during the previous year (p=.015)

0%20%40%60%80%

100%

Yes No - some disruptions (Onechange)

No - serious disruption (Two ormore changes)

NB ACT

While youth typically described having a While youth typically described having a good relationship with their foster mother good relationship with their foster mother and others in the home, relationships with and others in the home, relationships with

the foster father differed by regionthe foster father differed by region

Percentage reporting a 'good' relationship with the following

0%

20%

40%

60%

80%

100%

Foster mother Foster father p=.073 Others in the household

NB ACT

Even though the proportion of young people Even though the proportion of young people with regular family contact was remarkably with regular family contact was remarkably low, 72% of NB youth and 70% of ACT youth low, 72% of NB youth and 70% of ACT youth

were satisfied with it.were satisfied with it.

Percentage reporting regular contact with the following family members

0%10%20%30%40%50%

Birth mother Birth father Maternalgrandparents

Paternalgrandparents

Siblings

NB ACT

Percentage with Percentage with parental parental contactcontact decreased as time in decreased as time in

care increasedcare increasedRelationship between parental contact and time in care

0%20%

40%60%

80%100%

Less than 19 months 20 through 55 months 56 months or longer

Tiime in care

In contact with biological parents No contact with biological parents

EMOTIONAL & EMOTIONAL & BEHAVIOURAL BEHAVIOURAL DEVELOPMENT DEVELOPMENT

DIMENSIONDIMENSION MENTAL HEALTH ASSESSED MENTAL HEALTH ASSESSED

BY BEHAVIOURAL BY BEHAVIOURAL INDICATORSINDICATORS

EXPERIENCES OF ABUSEEXPERIENCES OF ABUSE

A larger proportion of ACT youth A larger proportion of ACT youth appear to be aggressive and to have appear to be aggressive and to have

anxiety and worryanxiety and worryIndicators of Aggression

0%

10%

20%

30%

40%

50%

Often defiant,disobedient ordisruptive atschool/ home

Often angry andlose temper

Gets intofights/picks onothers p=.044

Deliberately breakor steal things

NB ACT

Indicators of anxiety/worry

0%

10%

20%

30%

40%

50%

Over-friendlywith strangers

Worries a lot p=.070

Often getsaches and

pains

Difficultysleeping due

toworry/anxiety

Strongfeelings orsadness

Scared ofparticularthings orsituations

NB ACT

NB youth may be a bit more social NB youth may be a bit more social than ACT youth, but differences are than ACT youth, but differences are

small.small.Indicators of Sociability

0%

20%

40%

60%

80%

100%

Considerateof other'sfeelings

Comfortothers whoare upset

Likes toshare thingswith others

p=.059

Popular withother youth

Hard to mixwith other

youth or arevery shy

Easy tomake andkeep closefriendships

Likes to letothers join

in theiractivities

NB ACT

All ACT youth experienced some form of All ACT youth experienced some form of maltreatment compared to two-thirds of maltreatment compared to two-thirds of

NB youth.NB youth.

Type of Maltreatment Experienced

0%20%40%

60%80%

100%

Physical (p=.021) Sexual Emotional (p=.009) Neglect (p=.054)

NB ACT

SELF CARE SELF CARE DIMENSIONDIMENSION

Can young people take care Can young people take care of their own needs?of their own needs?

NB youth are more independent NB youth are more independent and take greater responsibility for and take greater responsibility for

themselvesthemselves Percentage of young people who can ...

0%

20%

40%

60%

80%

100%

Regular personalhygiene (p=.015)

Make their bed(p=.056)

Do the dishes (p=.000)

Change afuse/reset a

breaker (p=.014)

Shop/hairdresseralone (p=.025)

Regularly usespublic

transportation(p=.044)

NB ACT

Time in CareTime in Care

NB youth spend a longer NB youth spend a longer time in care as compared to time in care as compared to

their ACT peerstheir ACT peersTime in care by region

0%10%20%30%40%50%60%

1 to 19 months 20 – 55 months 56+ months

NB ACT

Regular family contact Regular family contact decreases with length of time decreases with length of time

in carein carePercentage of young people in regular contact with the following

family members

0%

20%

40%

60%

Birth mother(p=.008)

Birth father Maternalgrandparents

(p=.004)

Paternalgrandparents

Siblings

19 months or less 20 - 55 months 56+ months

CONCLUSIONSCONCLUSIONS The value of the AAR and companion documents The value of the AAR and companion documents

as tools for practice as well as for research. as tools for practice as well as for research.

Questions are raised about the emphasis on Questions are raised about the emphasis on contact with birth parents, especially birth contact with birth parents, especially birth mothers. mothers.

Differences between youth in ACT and NB … Differences between youth in ACT and NB … Some are artifacts of culture and location … Some are artifacts of culture and location … Need for discussion, teasing out, and further Need for discussion, teasing out, and further analysis.analysis.

AUTHORS/CONTACT DETAILS:

Ross Klein, Memorial University of Newfoundland rklein@mun.ca

Deirdre Cheers, Barnardos Australia dcheers@barnardos.org.au

Kathleen Kufeldt, University of New Brunswick kathleen.kufeldt@nf.sympatico.ca

Annette Kelly-Egerton, Barnardos Australia Annette Kelly-Egerton, Barnardos Australia akegerton@barnardos.org.au

Scott Rideout, University of New Brunswick srideout@unb.ca

Copies of this paper are available for download at:Copies of this paper are available for download at:http://www.cruisejunkie.com/LAC.pdfhttp://www.cruisejunkie.com/LAC.pdf